A total of 12 European countries with significant Roma populations are taking part in the Decade ... more A total of 12 European countries with significant Roma populations are taking part in the Decade of Roma Inclusion, 2005–2015 (the Decade). Each of these countries developed a Decade Action Plan with the aim of eliminating the marginalization and discrimination of Roma in the areas of housing, health care, employment and education. Nonetheless, as we near the end of the Decade, we find little evidence that disparities between Roma and non-Roma citizens of Europe have decreased. Of all the priorities noted in the Decade, education is seen as the most successful, and that success is minimal at best. This article critically examines why ‘inclusion’ has failed and offers insights into micro and macro contexts and educational goals formulated by the states participating in the Decade.
The accelerated development of the information and communication technologies determined educatio... more The accelerated development of the information and communication technologies determined educational institutions and companies to implement alternatives to the traditional teaching methods. The new literacy determines the e-learning competencies. The paper concerns an analysis concerning the expenditure for information technologies, the use of computer and of Internet, computer and Internet skills, and also elearning in the EU countries. The results showed that there are disparities among EU member states regarding the extent and the perspectives for the developing of e-learning.
Although previous studies showed that thought and emotion suppression represent risk factors for ... more Although previous studies showed that thought and emotion suppression represent risk factors for intrusions development, the mechanisms that explain these relations were less explored. This study aims to examine the relationships between thought and emotion suppression and the symptoms of intrusion following the exposure to a trauma-related event. Moreover, we explored if these relationships would be mediated by peritraumatic state dissociation and state anxiety. The trauma film paradigm was used and the participants were students (N = 148) experimentally exposed to an aversive film to model a traumatic experience. Thought and emotion suppression were measured before the trauma exposure. After exposure, the participants completed scales for measuring state dissociation and state anxiety. Intrusive images and thoughts of the film were recorded in the subsequent week using an intrusion diary. Thought suppression predicted intrusive thoughts frequency, and this effect was mediated by the peritraumatic anxiety. State anxiety predicted both intrusive images and thoughts, while state dissociation only predicted intrusive images. Intrusive images and intrusive thoughts are different phenomena and they are predicted by different variables. The practical implications of these results for posttraumatic stress disorder treatment and secondary traumatization are discussed.
Technology-enhanced learning is increasingly used in international and multicultural contexts. Ho... more Technology-enhanced learning is increasingly used in international and multicultural contexts. However, little attention has been paid to learners' attitudes towards technology within different ethnical and professional cultures. This study attempts to integrate cultural dimensions (sensu Hofstede,[1]) into an established technology acceptance model (ie the Unified Theory of Acceptance and Use of Technology, UTAUT,[2]). Building on a relatively large sample (N= 2834) of educational technology users from Germany and Romania, we ...
Abstract Educational technology is increasingly used in multicultural contexts and across nationa... more Abstract Educational technology is increasingly used in multicultural contexts and across national cultures. Educational technology users with different national and professional backgrounds may, however, exhibit different attitudes towards technology. Previous research provides isolated evidence of the relationship between learning technology acceptance and culture, and so an overall picture is missing. Therefore, this study attempts to integrate culture (sensu Hofstede) into an established technology acceptance model (ie ...
... G. Martin Izzo, PhD North Georgia College & State University, Dahlonega, Georgia, USA Cor... more ... G. Martin Izzo, PhD North Georgia College & State University, Dahlonega, Georgia, USA Corneliu Munteanu, PhD Alexandru Ioan Cuza University, Iasi, Romania Barry E. Langford, DBA University of Mississippi, Oxford, Mississippi, USA Ciprian Ceobanu, PhD Alexandru Ioan ...
Advances in information and communication technologies, especially in Multimedia, Networking and ... more Advances in information and communication technologies, especially in Multimedia, Networking and Software Engineering allow the appearance of a new generation of computer-based training systems. Despite its obvious advantages in terms of reduced costs, simplified training ...
There are many definitions about e-learning, but the one proposed by the scientists from Learning... more There are many definitions about e-learning, but the one proposed by the scientists from Learning and Teaching Support Network (LTSN) Generic Centre (2002) seems to be large enough to cover the complexity of the concept: e-learning is learning facilitated and supported through the ...
International Journal of Public Sector Management, 2010
Purpose – The main purpose of this paper is to investigate differences in student satisfaction ac... more Purpose – The main purpose of this paper is to investigate differences in student satisfaction across different programs of the same business college, and to identify dimensions underlying overall perceived quality. It also aims to investigate the existence of differences in perceived quality among programs and factors determining those differences. Based on these results, it seeks to assess the strengths and weaknesses of each program. Finally, differences in satisfaction constituents among high performing students and low performing students are to be analysed. Design/methodology/approach – Research was conducted in two stages. First, a focus group method was employed in order to identify critical incident specificities for the population under study. Then, a survey based on Likert-type items was used for data collection. Data processing involved both univariate and multivariate analysis. Findings – Three major findings can be pointed out. First, in comparison with similar studies developed in western universities, the list of critical incidents contains noticeable differences. Secondly, it was found that students with different academic performances are concerned with different critical incidents. Thirdly, differences in overall satisfaction with educational experience were found among different lines of specialisation. Research limitations/implications – A major concern is related to not considering student motivation as an important influential variable on both academic performance and overall satisfaction. Then, a gender based analysis considering differences in satisfaction constituents could have been conducted. Practical implications – Service organisations, including higher education providers, increasingly recognise that today's customers have many alternatives to chose from, that they may more readily change providers if they are not content, and that satisfaction largely depends on the quality of service provided. In the case of higher education institutions, this seems to be the case at the time (when prospective students apply to several colleges to get admitted), during the break between semesters (when students transfer from one college to another) or at the end of the program (when they can choose whether or not to continue their education within the same college). Originality/value – The originality of this paper relies on the educational context in which it was conducted, and on the internal competition perspective. Compared with studies conducted in western universities, important differences were found. Romanian students report slightly different issues when evaluating perceived quality and satisfaction. Issues such as campus safety are not a major concern, while professors' personal behaviour problems are highlighted.
A total of 12 European countries with significant Roma populations are taking part in the Decade ... more A total of 12 European countries with significant Roma populations are taking part in the Decade of Roma Inclusion, 2005–2015 (the Decade). Each of these countries developed a Decade Action Plan with the aim of eliminating the marginalization and discrimination of Roma in the areas of housing, health care, employment and education. Nonetheless, as we near the end of the Decade, we find little evidence that disparities between Roma and non-Roma citizens of Europe have decreased. Of all the priorities noted in the Decade, education is seen as the most successful, and that success is minimal at best. This article critically examines why ‘inclusion’ has failed and offers insights into micro and macro contexts and educational goals formulated by the states participating in the Decade.
The accelerated development of the information and communication technologies determined educatio... more The accelerated development of the information and communication technologies determined educational institutions and companies to implement alternatives to the traditional teaching methods. The new literacy determines the e-learning competencies. The paper concerns an analysis concerning the expenditure for information technologies, the use of computer and of Internet, computer and Internet skills, and also elearning in the EU countries. The results showed that there are disparities among EU member states regarding the extent and the perspectives for the developing of e-learning.
Although previous studies showed that thought and emotion suppression represent risk factors for ... more Although previous studies showed that thought and emotion suppression represent risk factors for intrusions development, the mechanisms that explain these relations were less explored. This study aims to examine the relationships between thought and emotion suppression and the symptoms of intrusion following the exposure to a trauma-related event. Moreover, we explored if these relationships would be mediated by peritraumatic state dissociation and state anxiety. The trauma film paradigm was used and the participants were students (N = 148) experimentally exposed to an aversive film to model a traumatic experience. Thought and emotion suppression were measured before the trauma exposure. After exposure, the participants completed scales for measuring state dissociation and state anxiety. Intrusive images and thoughts of the film were recorded in the subsequent week using an intrusion diary. Thought suppression predicted intrusive thoughts frequency, and this effect was mediated by the peritraumatic anxiety. State anxiety predicted both intrusive images and thoughts, while state dissociation only predicted intrusive images. Intrusive images and intrusive thoughts are different phenomena and they are predicted by different variables. The practical implications of these results for posttraumatic stress disorder treatment and secondary traumatization are discussed.
Technology-enhanced learning is increasingly used in international and multicultural contexts. Ho... more Technology-enhanced learning is increasingly used in international and multicultural contexts. However, little attention has been paid to learners' attitudes towards technology within different ethnical and professional cultures. This study attempts to integrate cultural dimensions (sensu Hofstede,[1]) into an established technology acceptance model (ie the Unified Theory of Acceptance and Use of Technology, UTAUT,[2]). Building on a relatively large sample (N= 2834) of educational technology users from Germany and Romania, we ...
Abstract Educational technology is increasingly used in multicultural contexts and across nationa... more Abstract Educational technology is increasingly used in multicultural contexts and across national cultures. Educational technology users with different national and professional backgrounds may, however, exhibit different attitudes towards technology. Previous research provides isolated evidence of the relationship between learning technology acceptance and culture, and so an overall picture is missing. Therefore, this study attempts to integrate culture (sensu Hofstede) into an established technology acceptance model (ie ...
... G. Martin Izzo, PhD North Georgia College & State University, Dahlonega, Georgia, USA Cor... more ... G. Martin Izzo, PhD North Georgia College & State University, Dahlonega, Georgia, USA Corneliu Munteanu, PhD Alexandru Ioan Cuza University, Iasi, Romania Barry E. Langford, DBA University of Mississippi, Oxford, Mississippi, USA Ciprian Ceobanu, PhD Alexandru Ioan ...
Advances in information and communication technologies, especially in Multimedia, Networking and ... more Advances in information and communication technologies, especially in Multimedia, Networking and Software Engineering allow the appearance of a new generation of computer-based training systems. Despite its obvious advantages in terms of reduced costs, simplified training ...
There are many definitions about e-learning, but the one proposed by the scientists from Learning... more There are many definitions about e-learning, but the one proposed by the scientists from Learning and Teaching Support Network (LTSN) Generic Centre (2002) seems to be large enough to cover the complexity of the concept: e-learning is learning facilitated and supported through the ...
International Journal of Public Sector Management, 2010
Purpose – The main purpose of this paper is to investigate differences in student satisfaction ac... more Purpose – The main purpose of this paper is to investigate differences in student satisfaction across different programs of the same business college, and to identify dimensions underlying overall perceived quality. It also aims to investigate the existence of differences in perceived quality among programs and factors determining those differences. Based on these results, it seeks to assess the strengths and weaknesses of each program. Finally, differences in satisfaction constituents among high performing students and low performing students are to be analysed. Design/methodology/approach – Research was conducted in two stages. First, a focus group method was employed in order to identify critical incident specificities for the population under study. Then, a survey based on Likert-type items was used for data collection. Data processing involved both univariate and multivariate analysis. Findings – Three major findings can be pointed out. First, in comparison with similar studies developed in western universities, the list of critical incidents contains noticeable differences. Secondly, it was found that students with different academic performances are concerned with different critical incidents. Thirdly, differences in overall satisfaction with educational experience were found among different lines of specialisation. Research limitations/implications – A major concern is related to not considering student motivation as an important influential variable on both academic performance and overall satisfaction. Then, a gender based analysis considering differences in satisfaction constituents could have been conducted. Practical implications – Service organisations, including higher education providers, increasingly recognise that today's customers have many alternatives to chose from, that they may more readily change providers if they are not content, and that satisfaction largely depends on the quality of service provided. In the case of higher education institutions, this seems to be the case at the time (when prospective students apply to several colleges to get admitted), during the break between semesters (when students transfer from one college to another) or at the end of the program (when they can choose whether or not to continue their education within the same college). Originality/value – The originality of this paper relies on the educational context in which it was conducted, and on the internal competition perspective. Compared with studies conducted in western universities, important differences were found. Romanian students report slightly different issues when evaluating perceived quality and satisfaction. Issues such as campus safety are not a major concern, while professors' personal behaviour problems are highlighted.
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